The first formal definition of educational technology was developed in 1963. For the next 45 years, the emphasis of the field was on using technology as a way to change the learning process. The 2008 definition of educational technology by the AECT in 2008 reveals a changing focus in the definition of educational technology with an emphasis now on how technology facilitates learning (Figure 1), rather than a focus on the tools we use (Januszewski & Molenda, 2008). This new definition of the use of educational technology can influence decision-making in the workplace about the kind of technology and uses of technology encouraged.
The current definition
According to Januszewski and Molenda (2008), educational technology is described in the latest definition as: "the study and ethical practice of facilitating learning and improving performance by creating, using, and managing appropriate technological processes and resources" (p. 1).
Figure 1: Visual representation of new definition of educational technology.
Definitions and Concepts
(From our Learning Community Experts)
Definition Concept
Learning Community Expert
Definition
Facilitating Learning, Chapter 2
MC Wade
According to Januszewski and Molenda (2008), educational technology facilitates learning through an emphasis on the understanding that learners control their own learning and exhibit ownership of it. To the extent that teachers and designers influence student learning, it is in facilitative ways rather than causative ones, which acknowledge the diversity of individual learners.
Improving Performance, Chapter 3
MC Wade
Educational technology can improve the performance of learners, educators and designers when learning activities offer greater value through: (a) a focus upon worthwhile goals, (b) the reduction of learning time, (c) increased learning effectiveness, and (d) finding ways to improve productivity (Januszewski & Molenda, 2008).
Creating, Chapter 4
Aretha Coley
Creating is defined as all that it takes to make the materials and resources used in educational technology. “Design methodologies spring from many different approaches: aesthetic, scientific, engineering, psychological, procedural, or systematic, each of which can be employed to generate effective materials and conditions for learning” (2008, p. 81). The liability of creating is to develop materials and resources that will continue to enhance and challenge students’ education as society changes in regards to technology.
Using, Chapter 5
Aretha Coley
Using, as defined by Januszewski and Molena (2008), is the ultimate end purpose of creating. The science behind using is the merging of the appropriate resources to the right learners. To understand what will be the most appropriate methods, materials, processes and resources, whether selected by the instructor or the learner, to make learning conducive to all involved, is the final objective of using.
Managing, Chapter 6
Lynne Butkiewicz
The role of managing in good project management is to save organizational resources, increase productivity, and increases the likely hood that projects will be successful (Januszewski and Molena, 2008, p. 183). Management breaks down the tasks into smaller parts, adheres to a schedule, manages resources and personnel. Managers decide how the project will be delivered. They support, motivate, and keep the personnel on task ensuring a successful project. They continually evaluate the project at various stages to identify any needs, products or further services needed for a successful project.
Ethical Considerations, Chapter 11
Lynne Butkiewicz
As professionals we must understand that technology impacts individuals, professional and society in many ways. With new technologies there are new opportunities for learning that can be positive or negative to individuals. One must ensure that they are following the AECT’s code of professional ethics. When using technology we must ensure we are doing so in a professional manner to bring about a positive change in the teaching and learning environment without hurting others. Ethical practice is concerned with expectations of ethical practice, which form the basis for practice. Without this, success is not possible.
Processes, Chapter 7
All members
Processes are basically the cohesive steps or methods used to achieve specific endings or results. The end results can be tangible or intangible (Januszewski & Molena, 2008, p.199). As with many things in life there are always a series of steps that take place before a project is completed sucessfully. Additionally, processes should incorporate the means of creating, using and managing of educational technology to enrich learning.
Resources, Chapter 8
All members
Resources can be a number of things that will lead to a student being successful in the learning environment. However, according to Januszewski & Molena (2008, p.213), technology resources may include tools, materials, devices, settings, and people that learners interact with to facilitate learning and improve performance.
Parental Involvement Levels
Although educational technology is increasingly becoming an indispensable part of 21st Century education, its use alone cannot bridge all of the different gaps in the education system. Across the nation, several states have passed laws that direct school districts, boards of education or schools to implement family engagement policies (Jeynes, 2011). There are a variety of things to consider (ethnicity, gender, marital status, socioeconomics, education, and more) that impact parental involvement (See Factors Influencing Levels of Parental Involvement: Findings from Research). Also, there are a variety of models (Figures 2 & 3) in the literature on parent-school involvement.
Figure 2: Levels of parental involvement in their childrens' school community.
According to Davis-Kean and Eccles (2005), conceptualizing this involvement from a developmental (academic, social, and emotional) perspective, where all parties have a positive role in the students' development, "is an important step in changing the way parents and teachers conceptualize their role in this process" (p. 71).
Figure 3: The first level of Hoover-Dempsey and Sandler's (1997, 2005) model of parental involvement.
References
Davis-Kean, P., & Eccles, J.(2005). Influences and challenges to better parent-school collaborations. In E. Patrikakou, Weissberg, R., Redding, S., & Walberg, H. (Eds.), School-family partnerships for children's success (pp. 57-76). New York: Teachers College Press.
Januszewski, A., & Molenda, M. (Eds). (2008). Educational technology: A definition with commentary. New York, NY: Routledge
Jeynes, W. (2011). Parental involvement and academic success. New York: Routledge.
How to raise students' academic achievement using technology
Table of Contents
Educational Technology
The first formal definition of educational technology was developed in 1963. For the next 45 years, the emphasis of the field was on using technology as a way to change the learning process. The 2008 definition of educational technology by the AECT in 2008 reveals a changing focus in the definition of educational technology with an emphasis now on how technology facilitates learning (Figure 1), rather than a focus on the tools we use (Januszewski & Molenda, 2008). This new definition of the use of educational technology can influence decision-making in the workplace about the kind of technology and uses of technology encouraged.The current definition
According to Januszewski and Molenda (2008), educational technology is described in the latest definition as: "the study and ethical practice of facilitating learning and improving performance by creating, using, and managing appropriate technological processes and resources" (p. 1).Definitions and Concepts
(From our Learning Community Experts)Parental Involvement Levels
Although educational technology is increasingly becoming an indispensable part of 21st Century education, its use alone cannot bridge all of the different gaps in the education system. Across the nation, several states have passed laws that direct school districts, boards of education or schools to implement family engagement policies (Jeynes, 2011). There are a variety of things to consider (ethnicity, gender, marital status, socioeconomics, education, and more) that impact parental involvement (See Factors Influencing Levels of Parental Involvement: Findings from Research). Also, there are a variety of models (Figures 2 & 3) in the literature on parent-school involvement.References
Davis-Kean, P., & Eccles, J.(2005). Influences and challenges to better parent-school collaborations. In E. Patrikakou, Weissberg, R., Redding, S., & Walberg, H. (Eds.), School-family partnerships for children's success (pp. 57-76). New York: Teachers College Press.Januszewski, A., & Molenda, M. (Eds). (2008). Educational technology: A definition with commentary. New York, NY: Routledge
Jeynes, W. (2011). Parental involvement and academic success. New York: Routledge.